Grammar and
functions
I’ll order a pizza!
Learning goals:
Making and responding to suggestions
and offers in the context of leisure
activities and feelings
Contents
Aims
Year 8
Lesson 17
Keywords
will +…, shall +…, suggest,
I’ll+…
Language Analysis
Modal verbs: will, shall: making and responding to suggestions
Shall /ʃæl/, weak form: /ʃəl/
Will /wɪl/
These two verbs are used for the future simple tense and also to make suggestions.
In English we use I'll… or Shall I…? when we offer to do something for other people.
I'll ask my dad to give us a lift.
Shall I get us a drink?
Shall we …?
In English we use Shall we…? when we make a suggestion about doing something.
Shall we go to a computer shop on Saturday?
Note: We only use shall for I and we.
Shall you go to the cinema? BUT: Shall we go to the cinema?
Shall is more popular in British English. Americans prefer other forms of making suggestions and think
shall is too formal.
Note: Both verbs are modal, which means they are followed by a bare infinitive.
She will be happy. She will to be happy.
Shall we go home? Shall we to go home?
The negative form of will is will not = won’t.
The negative form of shall is shall not = shan’t /ʃɑːnt/ and is only used in informal writing.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Procedure
Lead-in
Key:
The aim of the screen is to introduce will and
shall.
Give students the following instructions:
Match the text with the correct person.
Ask a follow-up question, eg: When and where do
you offer to help people?
Extension:
Ask students to imagine answers to these offers
and suggestions.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Main input
Audio:
William: So … shall we go to computer shop on
Saturday? You can help me choose some
speakers.
Harry: I’d like to …but …
William: I’ll ask my dad to give us a lift.
Harry: Thanks, but I agreed to go shopping with
Kate. She wants to choose a new laptop.
William: I’ll text her now and ask if she wants to
come with us.
Harry: That would be great. Shall we go to the
cinema afterwards?
William: Yeah. Maybe we could ask Emma, too?
Harry: OK, I’ll text her now.
William: Great. I’m thirsty now. Shall I get us a
drink?
Harry: Don’t worry. I’ll get the drinks.
William: Thanks.
Key:
1 speakers
2 go shopping
3 two drinks
Ask students to listen and choose the correct
answer.
Extension: Focus students’ attentions on the
grammar box, read the example sentences with
them and explain what will and shall are used for.
Listen to the recording again. Ask students to
identify all the sentences with will and shall. Tell
students to write the sentences down:
Shall we go to computer shop on Saturday?
I’ll ask my dad to give us a lift.
I’ll text her now.
Shall we go to the cinema afterwards?
Shall I get us a drink?
I’ll get the drinks.
Elicit the difference between will and shall.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 1
Audio:
William: So … shall we go to computer shop on
Saturday? You can help me choose some
speakers.
Harry: I’d like to …but …
William: …I’ll ask my dad to give us a lift.
Harry: Thanks, but I agreed to go shopping with
Kate. She wants to choose a new laptop.
William: I’ll text her now and ask if she wants to
come with us.
Harry: That would be great. Shall we go to the
cinema afterwards?
William: Yeah. Maybe we could ask Emma, too?
Harry: OK, I’ll text her now.
William: Great. I’m thirsty now. Shall I get us a
drink?
Harry: Don’t worry. I’ll get the drinks.
William: Thanks.
Key:
1 shall we
2 I’ll
3 I’ll
4 Shall we
5 I’ll
6 Shall I
7 I’ll
Ask students to complete the sentences. Then
listen and check their answers.
Extension:
Ask students to work in pairs and practise the
dialogue.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 2
Key:
1 Shall we
2 Shall I
3 Shall we
4 Shall I
5 Shall we
The aim of the screen is to practise shall I and
Shall we. Ask students to read and choose.
Extension:
Write the following sentences on the board:
It's raining.
I'd love to go cycling with you.
I want to go shopping.
I am hungry.
Ask students to work in pairs and makes
suggestions with shall.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 3
Audio:
1.
I’m so embarrassed. I forgot my wallet.
Don’t worry. I’ll lend you some money.
2.
I’m so hungry.
So am I. I’ll get us some sandwiches.
3.
I’m really disappointed. The football match was
cancelled.
I know. I’ll get tickets for next week.
4.
Ask students to listen and match the emotion with
the offer of help.
I’m so bored. This film is rubbish.
I agree! I’ll get another DVD.
Extension:
I am not amused. That email isn’t funny.
Sorry! I’ll delete it now.
Teachers can ask students to repeat these in
pairs and then swap to ensure that both students
get the opportunity to state an emotion and make
an offer.
Key:
Distribute the Handouts. Ask students to match
the sentences.
5.
See the audio above.
Key:
1b
2a
3c
4e
5d
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 4
Key:
1 Shall I take you home to get them?
2 Shall I order you a pizza?
3 Shall I get tickets for next week’s performance?
4 Shall I get another DVD?
5 Shall I delete it?
Ask students to put the words in order to make
suggestions.
Extension: ask students to provide alternative
suggestions to each of the situations:
I'm so annoyed. I forgot our tickets.
I'm so hungry.
I'm really disappointed. The play was cancelled.
I'm so bored. This film is rubbish.
I am not amused. That email isn't funny.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
English to take away
Audio:
Emma’s mum: Shall I take these for you?
Phillip: Ah. Thanks very much.
Key:
Students’ own answers.
This is a free practice stage and the aim is
personalisation. Give students the following
instructions:
Work in pairs. Look at the pictures and offer help
or make suggestions for each of the four
situations.
Extension:
Teachers can encourage students – one at a
time- to go to the front of the class and act as if
they need help (i.e. carrying too much shopping)
the class can offer help.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Handout
I’m so
embarrassed. I
forgot my wallet.
A. So am I. I’ll get us some sandwiches.
2
I’m so hungry.
B. Don’t worry. I’ll lend you some money.
3
I’m really
disappointed. The
football match was
cancelled.
C. I know. I’ll get tickets for next week.
4
I’m so bored. This
film is rubbish.
D. Sorry! I’ll delete it now.
5
I am not amused.
That email isn’t
funny.
E. I agree! I’ll get another DVD.
1
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide